Assessment in Learning 

  1. Course Number: Ed 18 
  1. Course Title: Assessment of Student Learning 1


  • Course Description:

The course focuses on the development and utilization of assessment tools to improve the teaching-learning process. It emphasizes the use of testing for measuring knowledge, comprehension and other thinking skills. It allows the students to go through standard steps in test construction for quality assessment.


  1. Credit: 3 units/ 54hrs.

Upon completion of the course, students should be able to:

  1. Gain in depth understanding of the basin concepts on principles of measurement assessment and evaluation.
  2. Construct an objective type of test measuring H.O.T.S. performance based test and Rubrics.
  3. Calculate and apply descriptive statistics for analysing interpreting and reporting assessment data.
  4. Define the different types of reliability and validity and describe how they are used to evaluate aspects of a test or testing procedures.
  5. Apply statistical procedures in standardizing test.
  6. Construct a computerized item analysis on a test.
  7. Recognize both the potentialities and limitations of the various tests and assessment procedure used in schools.
  8. Demonstrate knowledge of current trends and issues in assessment including ethical considerations.


  • Meaning of VMGO of Saint Micahel’s College
  • Course Orientation
  • Student’s Expectation Check



  2. Introduction and Diagnostic Test
  3. Definition of Terms
  4. Scope and Assessment
  5. Functions of Assessment
  6. Principles of Assessment
  7. Recent Trends in Classroom Assessment
  8. Norm and Criterion Referenced Assessment
  9. Measurement


  • Roles of Assessment in Making Instructional Decisions
  1. Placement Purposes
  2. Formative Purposes
  3. Diagnostic Purposes
  4. Summative Purposes
  1. Principles of High Quality Assessment


  1. Social, Legal and Ethical Implication of Tests
  2. Criticism of Testing
  3. Ethical and unethical testing Principles
  4. Factors Influencing Test Construction and test Performance


  1. Establishing Learning Targets (TOS)
  2. Preparation of Classroom Assessment
  3. Role of Measurement and Assessment in Teaching
    • Criterion and Norm-Referenced Interpretation
    • Instructional Goals and Objectives: Basis to Assessment
    • Classification of Learning Objectives
    • Categories of Learning Outcomes
    • Components and Selection of Instructional Objectives
    • Conveying Instructional Objectives to Students

VII. Development of Classroom Assessment

Roles of Assessment in types of Classroom Tests: Objective Tests

  1. Essay Items
  2. Multiple Choice Items and kinds
  3. Alternate-Choice Items : True-False Type and Other Variables
  4. Matching Type Items
  5. Completion type
  6. Recognition type
  7. Rearrangement type
  8. Advantages and Disadvantages of each type of test

VIII. Item Analysis

  1. Procedure in Item analysis
  2. Computation of the discrimination value
  3. Computation of the proportion of the difficulty Value


  1. Measurements of Central Location and other Point of Measures
  2. Describing and Interpreting Scores
  3. Different Statistical Tools to Describe and Interpret Scores of Students
  4. Norm-Referenced Interpretation
  5. Tabular and Graphical Presentation of Data
  6. Preparation
  7. Interpretation
  8. Descriptive Statistics
  9. Measurements of Central Tendency
  10. Measures of Variability
  11. Standard Scores
  12. Criterion-Referenced Interpretation
  13. Percentage Scores


  1. Measurement of Variations
  2. Data Interpretation Using the Measures of variability and standard scores
  3. Range
  4. Deviation
  5. Standard Deviation
  6. Standard Scores


  1. Measures of Correlation for establishing Reliability and Validity of Assessment Tools
  2. Pearson Product – Measures Correlation
  3. Spearman Rank – Correlation Coefficient
  4. Point biserial Coefficient of Correlation
  5. Phi correlation coefficient


XII. Modes of Assessment: Development, Scoring, and Validation

  1. Traditional Assessment
  2. Performance Based Assessment
  3. Rubrics
  4. Portfolio Assessment


XIII. Grading and Reporting

  1. Grading System
  2. Averaging
  3. Cumulative
  4. Competency Profiling
  5. Individual
  6. Class
  7. Grading Purposes


XIV. Current Trends and Issues in testing and Assessment

  1. Code of Professional Responsibilities in Educational Measurement



Regular Attendance

Complete Number of Quizzes

Active Class Participation

Learning Portfolio – evidence of their performance by preparing a which will contain documents and their evidences demonstrating proficiency in data processing using technologies


Have taken the Major Examination


  • Book

De Guzman-Santos, Rosita, et.al.(2012). Assessment of Learning Outcomes 1 Quezon city: Lurimar Publishing

Calmorin-Paler, Laurentina, Ph.D. (2011). Assessment of Student Learning 1.1st Edition Manila, Philippines: Rex Bookstore



Rico, Alberto A. (2011) Assessment of Students’ Learning: A practical Approach: Anvil Publishing

De Guzman-Santos, Rosita, Ph.D.(2007). Assessment of Learning 1


Published by:

Rachel Shayne A. Besangre

Failure is a great teacher, and I think when you make mistakes and you recover from them and you treat them as valuable learning experiences, then you've got something to share (Steve Harvey) ^______^

Leave a comment

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s